Responsible Members Of Society Research Articles

CHILDHOOD: WHAT WE UNDERSTAND AND DO NOT UNDERSTAND

"What is childhood?" - an educated person today would answer that childhood is the stage of a child’s growing up to achieve social maturity and becoming a responsible member of society. A person when he/she is at the life period between infancy and youth is not recognized as an adult (Hanson, 2009). Blonsky noted that 33% of a person’s life-span belongs to his/her childhood (Blonskis, 1920). The stages of human childhood are a product of history. These are subject to changes just like thousands of years ago. Historically, childhood is not mainly related to the state of biological maturity, but to the specific social status of a person which manifests itself in the roles of duties and rights of a particular stage of life, with appropriate kinds and forms of activity, as well as responsibility. The 21st century’s socialization theory draws the child's image as an active and competent person, who deserves being allowed to determine his own choices and actions in the process of socialization (Corsaro, 1997, Jamess, Proud, 2013). Researchers (for instance, Woodrow, 1999) highlight that a child is considered to be equivalent to an adult, but in the process of upbringing all its participants have the opportunity to cooperate by sharing power among those being involved and delegating responsibility. Therefore, it is important to get to know what is an image of a modern child in the perception and notions of adults (parents, teachers, other members of society) who are no longer child-carers or currently are not related to this work. What are we ‘adults’ like in the eyes of a child? Dominant research methods: adult written surveys, interviews with children.

Non-Digital Competencies for a Digital World: Why Higher Education Needs Humanities and STEM Disciplines

Forecasts on the future of the workplace abound. Predictions vary from a “smart,” network-based, and still human-centered organization of work to scenarios in which artificial intelligence and algorithms take over repetitive as well as complex jobs by 2030. Either way, questions arise regarding the set of skills that will be necessary for successful participation in the workplace and what role higher education will play in shaping and providing these skills. Currently, demand for graduates from the STEM (Science, Technology, Engineering, Mathematics) disciplines is high in politics and industry. In addition, the workforce also needs people who are able to harness technological developments for the economy as well as for society. Think tanks have described the skills necessary to establish this connection between technological progress and societal needs. They show that skills from the humanities and the social sciences are as necessary as technological capabilities because future members of the workplace—and, even more importantly, responsible members of society—need to contextualize technological developments. Thus, the challenge will be to combine digitalization in higher education with critical thinking, creativity, problem solving, communication, and social and ethical reflection.

Commitment to the Sustainability of Students within a Responsible Management Education

Higher education has always responded to the social needs. Universities can play a critical role in the process of social change that relies on educating new generations of leaders and citizens. Higher education shapes the attitudes of many future managers, decision makers, planners, and educators. It has the potential to prepare students and increase information and knowledge in order to move towards a sustainable future. This is why higher education should be involved in implementing the programs of education for sustainable development. The main aim of the paper is the diagnosis of the current student commitment to the sustainability developed by higher education system and its influence on intention to apply the principles of sustainable development in the future. Tools of research included the literature review and questionnaire. The hypotheses are empirically tested with survey data obtained from Polish students of management. The descriptive statistics and correlation analysis will be used in empirical data analysis to achieve the paper goal. By this diagnosis the recommendations for improving responsible management education could be formulated. As a result, students could obtain a high degree of involvement, increasing awareness on their role in society and need for applying the principles of sustainable development, especially taking care of the environment and acting as a responsible member of society. Keywords: sustainability, responsible management education, attitudes, education system , management

Teaching History Through Heritage World Art - A Review

In the past two decades, heritage education has made significant strides, solidifying its position as a legitimate scientific discipline. As such, it is an important part of learning about the past and growing as a responsible member of society. However, legacy-based historical education is now uncommon and anecdotal in Spanish classrooms. Understanding the viewpoints of future secondary education instructors on the possibilities heritage offers to improve historical thinking is crucial to changing this situation. This is the only way to gauge the needs of the next generation of educators and make adjustments to the way universities prepare their faculty. This study uses a sample size of n = 112 to investigate how future Spanish secondary school teachers in Malaga, Almeria, and Murcia feel about their own cultural backgrounds. It combines a quantitative survey using a Likert scale with a qualitative investigation employing a wide variety of free-form questions on the participants' perceptions of various pedagogical strategies and materials. The disparity between the prevailing modes of instruction these individuals encountered as students and the ones that they would like to develop as they enter teaching allows for the formation of some surprising conclusions and some contradictions. These aspiring educators place a premium on using both intangible and real assets to effectively convey culture and make it engaging for their students. They are also keen on visiting museums, art galleries, and trying out cutting-edge gadgets. As a result, future teachers in Spain are aware that there is a significant void in the historical education provided at the upper secondary level. Teaching about history should inspire students to embark on more accountability by giving them the tools to construct their own meaning. This requires studying not only theoretical frameworks, but also practical abilities and civic ideals gleaned from historical investigation. Displays featuring students' active participation in purposeful art creation and play were integral to the project's goal of instilling an understanding of history and historical awareness in elementary school students. Methods of teaching via art, play, and cultural artifacts were utilized, as were instructional strategies based on museum practices. On the Greek island of Evia, three separate primary schools established children's museums between 2010 and 2013. Under their teacher's watchful eye, students in each class spent the school year studying a different period in Greece's history.

Humanistic Approach in Teaching Foreign Language (from the Teacher Perspective)

In education, attention was paid almost exclusively to the acquisition of new knowledge and developing work habits of students. As much as the two areas are important, insisting only on them does not develop the skills that students will need later in life, nor will they develop positive attitudes and empathy. Forming socially acceptable attitudes and developing empathy is extremely important if one of the goals of education is to enable students to become responsible members of society. Unlike the traditional approach to education, a humanistic approach emphasizes the importance of the inner world of students; their thoughts, feelings and emotions are put into the forefront of development. This paper deals with the teaching of foreign languages and argues that the humanistic approach in teaching gives better results. The results of a qualitative participatory research dealing with the attitudes of teachers are presented in order to determine the extent to which teachers have awareness of the importance of applying a humanistic approach, and how much the incentive of teachers in the work influences the quality of interaction in teacher-learner and student-student approach. The results of the research indicate that the use of humanistic teaching approaches helps to develop emotionally positive attitudes in students, influences the creation of good relationships in the group, and encourages students to develop language competence.

A modified multiplier model of BCC DEA to determine cost-based efficiency

A modified multiplier model of BCC DEA to determine cost-based efficiency

How Stakeholder Mobilization Saved Sweet Briar College

Sweet Briar College is a private liberal arts college for women located in Sweet Briar, Virginia, United States. In 1901, when women did not even have the right to vote, Indiana Fletcher Williams founded Sweet Briar College with the mission of helping young women become productive and responsible members of society (Sweet Briar College, 2017)... Purchase this special issue to continue reading

Application of PCA and DEA to recognize the true expertise of a firm: a case with primary schools

Purpose – The purpose of this paper is to identify important dimensions which are essential to remain competitive. To generate scores which will be as effective as the original outputs to determine the radial efficiency scores etc. Design/methodology/approach – A non-central principal component analysis (PCA) were used to determine various dimensions for each output. The objective was set to identify those special schools which could minimize certain pre-prescribed scores. Findings – Few schools were trying to concentrate on the students from the rich society and spending less per student. There were other schools which targeted to minimize the social loss by providing education to the poorer section and were funding more for them. Research limitations/implications – Small group was considered. However, the number can be extended. Practical implications – The valuable findings of Hillman and Jenkner (2002), stated that – “Children are entitled to a free, quality basic education. Many children who do attend school receive an inadequate education because of poorly trained, underpaid teachers, overcrowded classrooms, and a lack of basic teaching tools such as textbooks, blackboards, and pens and paper […].” “In an ideal world, primary education would be universal and publicly financed, and all children would be able to attend school regardless of their parents’ ability or willingness to pay. The reason is simple: when any child fails to acquire the basic skills needed to function as a productive, responsible member of society, […] The cost of educating children is far outweighed by the cost of not educating them. Adults who lack basic skills have greater difficulty in finding well-paying jobs and escaping poverty […].” In order to understand which fact has been stressed more the proposed model is very useful. Social implications – It is capable of describing the current standpoint of a group of homogenous schools or firms. Quality and cost cutting principals can be isolated quite easily. Originality/value – Introduces concepts of non-central PCA. Provides alternative scores which are as important as the original output. Detects and analyze various important dimensions.

Nauki społeczne? Po co nam one?

The development of social sciences knowledge has had a growing impact upon social consciousness. The question is how a competent and responsive public society – and not only some of its members – will use it. Controversies linked to methodological debates reveal differences in views on legitimate research activities, which in turn translate into diversified knowledge. Heterogeneous resources of social sciences knowledge used sensibly – in the Author’s opinion – would create scope for positive expression of civic attitudes and qualities, broaden the horizons of thought and action, leading people to become independent, competent and responsible members of society.

PO-0842 Optimal Emotional Development In Young Children: The Role Of Parents And Paediatricians

Background Parents and paediatricians in partnership have a unique role in influencing the emotional development of young children. The opportunity presents when parents consult paediatricians about their child’s behaviour or developmental problems. Discussion Infants and young children learn by interacting with and reacting to their environment. Early relationships with their parents foster feelings of trust and security, which influences their relationships with others as they develop and mature. Paediatricians, through their knowledge of child development, are in a unique position to influence and guide parents in early child-rearing practices. They do newborn examinations and they assess young children through various stages of early development, preschool and school entry. They are often the point of contact in later transition periods such as high school entry and adolescence, particularly when behaviour becomes challenging. The presentation will touch on theories of development, early experiences, resilience and cultural factors that influence emotional development. It will provide a clinician’s perspective on the management of behaviour difficulties and the partnership with parents in order to facilitate optimal emotional development in young children. Conclusion Paediatricians have an opportunity to influence healthy and positive relationships between parents and their young children that will allow children to develop to the best of their ability and become responsible members of society in the long-term.

Citizen-Consumer Oriented Practices in Naturalistic Foodways

Today's consumers are more apt to enact the “politics of choice” rather than “politics of loyalty” as responsible members of society. This shift from being the consumer with the sole intent of pursuing self-interest to that of the normative “citizen-consumer” who practices consumption with an eye towards the greater good, denotes the overlapping aspect of consumption and citizenship in everyday practices. Through qualitative analysis the authors posit a conceptual framework of citizen-consumer orientation. The framework highlights the way citizen-consumers navigate constraints and tensions posed by the dominant food system (and mainstream lifestyle paradigm) through sustainability oriented, shared practices in naturalistic foodways. Shared practices are advanced as ways in which the individual burden of sustainable practices is reduced.

An editorial on research and development in and with educational technology

For the sake of the framework presented here, we offer these definitions: Education is aimed at developing knowledge, skills, and attitudes to enable a person to be an effective problem solver, an independent critical thinker, a lifelong learner, and a responsible member of society; education includes formal education (elementary, secondary, and tertiary), informal education (planned, incidental, lifelong learning, etc.), and training (on-the-job, professional development, etc.). Technology involves the disciplined application of knowledge to achieve a practical purpose valued by a group or a society; technologies may involve tangible devices as well as the systematic knowledge involved in the creation of a variety of benefits to groups and society. Learning involves a stable and persisting change in what a person or a group of people knows and is able to do; the processes that result in learning (e.g., learning activities) can be and often are distinguished from the products of learning (e.g., learning outcomes). Instruction is that which is designed to facilitate and support learning; instruction can be direct, as in a lecture or structured presentation, or more indirect, as in guided practice with feedback, inquiry-based methods, and exploratory learning. Performance refers to how well a person or a group is able to successfully complete a designated task; performance factors typically include accuracy, speed, consistency, and the ability to transfer knowledge and ability to a more challenging set of tasks. Knowledge refers to beliefs that are well grounded in theory, evidence and experience; knowledge involves information that has been validated by others and which is widely accepted as validated and reliable. These definitions are generally consistent with the elaborated definitions in Educational Technology: A Definition with Commentary (Januszewski & Molenda 2007) and the Encyclopedia of Terminology for Educational Communications and Technology (Richey 2013); the reader is referred to those volumes which contain more detailed explanations of nuances and issues and along with excellent references.

Joseph P. Allen and Claudia W. Allen: Escaping the Endless Adolescence: How We Can Help Our Teenagers Grow up before They Grow Old

Joseph P. Allen and Claudia W. Allen seek to challenge the popular view that adolescence is inevitably a troubling part of the life span driven by raging hormones and immature brains. The authors do this in Escaping the Endless Adolescence by drawing on their combined forty-5 years of experience as adolescent psychologists and psychology professors. Although this book could be useful to individuals studying developmental psychology, it was written to help parents and educators understand how to prevent children from suffering the effects of the endless adolescence. Throughout the book, Allen and Allen draw on their experiences as expert psychologists focusing on the adolescent period and as parents. They provide real life examples to make the material and their arguments more relatable to the audience. The cited examples preface each chapter and are broad enough that they can be relatable to issues the general audience is facing with their own children. The authors also provide instruction on how to alleviate the issues with simple exercises designed to challenge the adolescent. This book is a must read for all parents of adolescents and high school teachers because it explains how to make our children more responsible members of society as well as how to help them avoid falling into the tumultuous cycle of an endless adolescence. In the first chapter, the Allens open with the story of an adolescent client named Perry. Perry was a straight ‘‘A’’ student with loving parents; yet he was miserable and anorexic. The authors cite Perry’s situation to provide a more serious example of what many teens encounter: high pressure, a need for more personal responsibility, and a decrease in the excessive amount of parental restraints. Their suggestions are well taken, in that research indicates quite well that parental support and warmth rather than control in adolescence is correlated with less involvement in deviant acts (Johnson et al. 2011) as well as numerous positive health outcomes (Lessard et al. 2010; Windle et al. 2010; Kakihara et al. 2010) and especially identity development (see Smits et al. 2010). Next, The Allen’s introduce Ellen, an eighth grade lacrosse player who was a decent student. Ellen was brought to the Allens after her parents discovered that she was having oral sex with her boyfriend and his friends for excitement. The authors soon turn to an introduction of the nature of endless adolescence where responsibility is taken away from teens and they are no longer contributing meaningfully to society. This change leads to young adults who appear to be succeeding, however, they often find themselves lacking the knowledge of how to obtain a job, manage their finances, and even live on their own. Parents believe that they are ‘‘nurturing’’ their adolescents by stripping necessary responsibilities from their routines. Ultimately, this infantilizes the adolescents and prevents them from acquiring basic skills necessary to be a functional adult. The Allens use these abstract examples to describe how teens no longer feel a ‘‘sense of accomplishment’’ because the goals they are working toward (mainly school) are abstract and the results are not instantaneous. In Chapter 2, the authors explore the nature of the teen brain. Allens’ colleague Tim Salthouse studies how people think and how their thinking changes with age. Salthouse’s research found that an individual’s ability to maintain information as well as the processing speed of memory decline after the teenage years. Next, a client named Sam is introduced to further help explore the findings reported by Salthouse. Sam was an adolescent who constantly moved K. Susik (&) Indiana University, Bloomington, IN, USA e-mail: Ksusik@indiana.edu

Giordano Bruno and the Historical Task of Higher Education

The mission and goal of the Giordano Bruno GlobalShift University is to provide education to young people that is affordable and meaningful and enables young people to be self-reliant and responsible members of society. To develop new thinking and a new consciousness is the challenge awaiting the young generation. Meeting it calls for questioning established values and dogmas, much as Giordano Bruno did in regard to the Aristotelian view of the cosmos embraced at the time by the Catholic Church. Bruno's “heresy” laid the foundations for the modern scientific worldview, and it continues to inspire the view that will rise above it. It inspires the Giordano Bruno GlobalShift University to question the dominant materialist and reductionist paradigm in science and society, offering in its place a holistic, dynamic, and evolutionary view, and foundation for a more peaceful, equitable, and sustainable world.

Church discipline – <i>semper reformanda</i> in Reformation perspective

Church discipline – is semper reformanda in a time and space warp? Church discipline has become an anachronism in the life of the Christian faith community. In part, this results from a misunderstanding of the fundamental meaning of the term. Its early emphasis was on spiritual nurture, discipling people into the faith and into a relationship with one another and God. By the time of the Reformation, it took on a legalistic and rigid form that militated against its earlier approach. This resulted from a misunderstanding of key reformers from the Reforming tradition such as John Calvin and John Knox, who were concerned to build up individuals within the Christian community to become responsible members of society. In this way, discipline is transformative of individuals and society. The work of discipline was closely related both to pastoral care and Christian education and offered a corrective to Medieval discipline, where the concept of discipline was distorted when the use of punitive discipline as a last resort was elevated to become the norm. This situation was replicated in the post-Reformation period. Consequently, it now needs to be rehabilitated in the form of discipling or mentorship in order to restore its usefulness as an educative tool in the process of the pilgrimage towards the kingdom of God.

Raising a digital child: a digital citizenship handbook for parents

As a parent, do you ever wonder how you can possibly keep up with all the new technologies your children take for granted? Cell phones, online games, instant messaging, social networking, and other technologies have all become so important in the daily of lives of young people. The kids view this new digital culture as a normal way of life, even though as parents you may feel overwhelmed by all the unfamiliar challenges. Cyber bullies, stalkers, identity theft, intellectual property theftits hard to know just what you can do to confront the risks. You want your children to enjoy all the benefits a technological society has to offer, but at the same time, you want them to stay safe and act as responsible members of society. Raising a Digital Child is your guide to many of the newest and most popular technologies, in parent-friendly language, along with discussions of the risks each might harbor, and the types of behaviors that every child should learn in order to become good a citizen in this new digital world.Also available: Web 2.0: New Tools, New Schools - ISBN 1564842347 Safe Practices for Life Online: A Guide for Middle and High School - ISBN 1564842487The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education. Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more -National Educational Technology Standards (NETS) -Professional development for educators and administrators -Integrating technology into the classroom and curriculum -Safe practices for the Internet and technology -Educational technology for parents

Learning about the past and preparing for the future: a longitudinal investigation of a grade 7 ‘sheltered’ social studies class

Drawing on interviews, observations, and videorecorded data collected in a ‘sheltered’ grade 7 social studies class in a Mid-western US city, the current paper explores the learning opportunities provided for English language learners (ELLs) and the discursive strategies used by a teacher, consciously or unconsciously, to help her students become increasingly competent members of her class. Findings indicated that (a) learning in this class was not simply about the curriculum content, but was equally addressed to students' becoming competent participants in the classroom community and developing dispositions as responsible members of society; (b) the teacher in the study effectively used her follow-up moves to scaffold her students' learning and to give voice to their opinions. Based on these findings, I argue for the importance of a broader conceptualization of what counts as learning and for an equity stance toward the education of ELLs, as exemplified by the case-study teacher.

Injecting drug users: A stigmatised and stigmatising population

Background This paper considers the way that social stigma impacts both on injecting drug user (IDU) populations and operates within them and the consequences this has for prevention and harm reduction amongst IDUs. Methods The research from which this paper is drawn was a city case study, itself part of a larger national study to evaluate the efficacy of needle exchanges throughout England and Wales. Not initially part of the issues being explored, the interviews consistently pointed to concerns of stigma, and in this sense the theme was emergent from the qualitative process itself. Results The primary findings relating to this issue were: IDUs concern for being recognised or ‘seen’ as IDUs affected service uptake and/or their interaction with services; ‘normal’ IDUs moreover tended to stigmatise those IDUs they believed to be ‘worse’ than them – primarily the homeless – despite the fact that their own behaviour was often less than ‘responsible’ itself. In these ways ‘stigma’, whether being accepted or expressed by these different groups militated against the ‘harm reductive’ goals of Safer Injecting Services. Conclusion It is concluded that much can be done to reduce stigma related to IDU and drug use in general and that this may result in improved service efficacy and a reduction in associated drug related harms. It is also concluded that many IDUs seek to enhance their own self-esteem and reinforce their own sense as ‘responsible members of society’ rather than the outsiders they often feel themselves to be by attributing stigmatised behaviours on other ‘lesser’ IDUs. This practice may also contribute to them militating against their own guilt regarding their own risky behaviours, however in so doing the goal of harm reduction may be further undermined.

Fra tugtemester til skolemester: Om forskelle mellem Luther og Grundtvig

Fra tugtemester til skolemester: Om forskelle mellem Luther og Grundtvig

Ten Strategies for Getting Students to Take Responsibility for Their Learning

This article presents ten strategies instructors can use to get their students to take more responsibility for their learning. Suggestions are given about the importance of getting students to verbalize why they are taking the course, helping students get into the proper mindset for each class, and structuring assignments so students will be more likely to come to class prepared. Other suggestions include teaching students to look out for each other, behave responsibly when working in groups, and analyze their learning experiences. By teaching responsibility, as well as content, in our classrooms, we can enhance learning, raise the level of our classrooms, and produce more responsible members of society.